Secondary RtII Overview

Secondary RtII Overview Presented by: Nanette Fritschmann, Ph.D. RtII Consultant, The College of William any Mary Presented July 13, 2011 Dr. Elisabeth Erlich, Asst. Superintendent, Clariton City School District Deborah Marshall, Principal, Clairton Elementary School Debra Maurizio, Principal, Clariton Middle & High School Greg Manfre, Principal, Drexel Hill MS Frank Salerno, Asst. Principal, Drexel Hill MS Ruth Geisel, Principal, FDR Middle School Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network 2 PaTTAN s Mission PDE s Commitment to Least Restrictive Environment (LRE) The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3 4 1

Goals for Today Participants will know and be able to: Understand PA s definition of RtII Be provided with a sample of the current research bases of RtII Have a broad understanding of PA s RtII Secondary Learning Sites program Reflect on examples of how different sites approach the same foundational goals of the project Know where to find information about PaTTAN s resources in support of RtII 5 What is Response to Instruction and Intervention (RtII)? A comprehensive standards-aligned school reform strategy and general education service delivery model Enables early identification and intervention for students needing additional opportunities to learn high level content while providing benchmark students the opportunity to enrich and grow their skills and talents Establishes efficient and effective continuum of supports to address wide range of academic and social needs 6 From RtI to RtII: We gained an I Instruction is the Key! Promotes the importance of effective instruction in building a strong core (Tier1) Promotes the provision of standards-aligned instruction for all students Focuses Tier 2 and 3 implementation efforts on effective instructional practices RtII in Pennsylvania RtII PennLink Endorses RtII as the assessment and instructional framework to organize and implement PA s Standards Aligned System (SAS) Connects RtII with Pennsylvania s School Improvement Process Establishes a state-level RtII Team Discourages teams in building Tiers 2 and 3 structures without a strong, standards aligned instructional core 7 8 2

SAS and RtII: The Connection Background: PA s Secondary RtII Subgroup Research-validated interventions are implemented based on the type, level and intensity of student need (examples: Tutoring, standard protocol interventions) RtII requires the selection and use of materials and resources that align with standards based curriculum and research based standard protocols to address specific skill acquisition. Tier I of the RtII framework provides access to high quality standards based curriculum and instruction for all students. RtII organizes assessment practices and requires schools to use the four types of assessments to determine the effectiveness of curriculum/intervention and drive instructional adjustments. Examples, Summative: PSSA, PVAAS, ACCESS Benchmark: 4 Sight Diagnostic: GRADE, GMADE Formative: Formal and Informal (progress monitoring, ticket out the door) RtII organizes curriculum and instruction to ensure all students receive the standards aligned core curriculum. ALL staff (Gen, Sp Ed, Title, ESL) assume responsibility and an active role in instruction in the core curriculum High quality instruction is at the heart of RtII. The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity. 9 Secondary Subgroup Membership Listed in the Framework document Year I 2007-08 RtII Framework (Guidelines and Recommendations; Initial Training) Year II 2008-09 Update/refine the Secondary RtII Framework Development of Secondary RtII Toolkit Three sub-committees Assessment Interventions Tier I: High Quality Core Instruction Year III 2009-10 Six Learning Sites (middle school level) Data based decision making, Infrastructure Tier I (high leverage instructional strategies i.e. active engagement) Year IV 2010-11 Five Learning Sites (middle school level) Training of Trainer of Secondary RtII Overview Statewide Secondary Training Events 10 2010-11 Learning Sites Other 2010 RtII Scale-up Initiatives Five Middle School RtII Learning Sites: 1. Eastern Region Drexel Hill Middle School Upper Darby SD Roosevelt Middle School Bristol Township SD 2. Central Region Swatara Middle School Central Dauphin SD 3. Western Region Chartiers Valley Middle School Chartiers Valley SD Clairton Middle School Clairton City SD RtII/ELL RtII/Colleges and Universities 11 12 3

Part I: Update on PA s RtII Framework for Secondary Schools: Guidelines and Recommendations Rationale: In the 21 st Century: complex skills required to live and thrive in a global environment Learning and innovation skills Critical thinking, creativity, collaboration, and complex communication The 4C s in addition to the 3R s (Partnership for 21 st Century Learning) Information, media and technology skills Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network 14 National Statistics: Other Statistics A high proportion of students enter middle and high school with reading and math skills below grade level Nearly 7000 high school students drop out each day (Alliance for Excellent Education, 2006). About half of all high school drop outs can be predicted by 6 th grade (Balfanz and Herzog, 2005). More than 1/3 of African American and Latino students who enter 9 th grade will not complete high school with their peers in 4 years (www.edtrust.org) About half of all first year college students are taking at least one remedial course (The College Board, 2010). The Education Trust reports that many new hires are deficient in basic writing (72%), mathematics (54%) and reading comprehension skills (38%) (Casner-Lotto et al., 2006) 15 About 30% of future dropouts present with risk factors by 9 th grade failing grades in reading and math poor attendance behavioral infractions 16 4

Pennsylvania Statistics More on Rationale: About 22% of 9 th graders in Pennsylvania fail to graduate from high school in 4 years Of these, many lack the skills and knowledge needed to succeed in post-secondary education and careers that pay family sustaining incomes (PDE Ensuring Success for All High School Graduates, 2007). Challenges at secondary level: Transitioning to a new school (elementary to middle, middle to high) Experiencing range of content courses and instructors Unique social demands Increased academic demands 17 18 The RtII Framework at Secondary The RtII framework allows schools to: identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student s responsiveness (National Center on Response to Intervention, 2008). Secondary RtII Research: What We Know Research related to RtII at middle and high school levels is limited, but growing PA Guidelines for Secondary RtII implementation were based on research: Principles of effective instruction Content literacy across domain levels Positive behavioral support (Biancarosa & Snow, 2004; Deshler, 2005; Sprick, 2006; Wiliam, 2007; Marzano, 2003; Ellis, 1994) 19 20 5

Secondary RtII: RtII Holds Promise Challenges beyond those at the elementary level include: Establishing sound instructional core and interventions and equitable access to the core curriculum Needed changes in organizational structures Scheduling Teacher collaboration time and focus Shift in academic focus to prevention Adjustments to teacher-student ratios Need for valid and reliable assessments at the secondary level (Mellard & Layland with Parsons, 2008) Grading and credits These challenges represent the strongest contrasts between elementary and secondary schools (Sugai, 2004). 21 for middle and high schools by aligning curriculum, instruction and interventions, assessment, social/emotional and behavioral supports, and infrastructure to increase learning opportunities and improve achievement and outcomes for secondary students. 22 Pennsylvania s Standards Aligned Systems (SAS) Pennsylvania s SAS Web Portal 23 24 6

Alignment of SAS and RtII Each of the components of RtII is linked to components of SAS 1. Clear Standards Clear, high standards that establish what all students need to know and be able to accomplish. 2. Fair Assessments Fair assessments aligned to the standards. 3. Curriculum Framework A framework specifying big Ideas, concepts, and competencies in each subject area/at each grade level. Alignment of SAS and RtII 4. Instruction Aligning instruction with standards involves identifying strategies that are best suited to help students achieve the expected performance. 5. Materials and Resources Materials that address the standards. 6. Interventions A safety net/intervention system that insures all students meet standards. 25 26 Fair Assessments Words from a National Expert 1. Summative identifies achieved outcomes PSSA End of course exams (Keystone Exams) 2. Formative informs instruction Informal along the way Formal Progress Monitoring 3. Diagnostic determines individual student skills GMADE GRADE CORE Phonics Survey 4. Benchmark progress towards grade-level standards 4Sight, AIMS Web National Center on Response to Intervention Don Deshler 27 28 7

The Components of PA s Secondary Schools RtII Framework 1. High-quality classroom instruction/standards-aligned core curriculum 2. Relational support 3. Scientifically/evidence based interventions, instructional methodologies and strategies 4. Tiered instruction and interventions 5. Data-based decision making 6. Professional development 1. High-quality classroom instruction/standardsaligned core curriculum High-quality general education instruction using a standards-aligned core curriculum for all students. All students receive an integrated system of aligned curriculum, instruction, and assessment. 29 30 2. Relational Support The system includes elements of Pennsylvania s Resiliency/Wellness systemic approach*: High expectations Meaningful student engagement Connectiveness and bonding Skills for life Clear and consistent boundaries Unconditional support *Adapted from Henderson, N. & Milstein, M. Resiliency in Schools: Making it Happen for Students and Educators (Corwin Press, 2003). 2. Relational Support A structured system is in place to: provide students the appropriate level and intensity of support needed to engage in academic learning, remain in school and complete course requirements successfully. Attendance, discipline, and student performance date are used to design and implement a tiered system of academic and relational support. 31 32 8

Wellness and Resiliency Framework School-Wide Positive Behavior Support Model Unconditional Support Alternative Education Student Assistance Program Youth Suicide Prevention Pregnant/Parent/Teen ELECT Program Special Education High Expectations PDE Standards/PSSA Governor s Institutes Accountability Block Grants Project 720/CFF/Dual enrollment Governor s Special Education Performance Grants Meaningful Student Engagement Student Council Service Learning Youth Surveys Clear & Consistent Boundaries School Code of Conduct Truancy Intervention Plan/Tool Kit School-wide Positive Behavior Supports Training Strong Results for Students Connectiveness & Bonding Mentoring & Drop-out grants Parent Involvement Conference After school/summer programs Homeless, Migrant & Refugee student programs Skills for Life Anti-bullying programs Character education Social/Emotional learning Resiliency training Anti-tobacco/drug programs Career Counseling Grants 33 34 3. Scientifically/Evidence Based Interventions, Instructional Methodologies and Strategies A well designed model characterized by: High quality instruction and interventions matched to student need (Batsche, 2006). Monitoring progress frequently to make changes to instruction (formative assessment including progress monitoring and fidelity checks). Applying student response data to making educational decisions. 35 4. Tiered Instruction and Intervention Students are provided increasing levels of support matched to their needs. Tiered instruction is flexible - adjustments are made based on progress monitoring data. Entrance and exit criteria established Decision trees utilized to match to intervention levels Integrity checks are structured and provide a system of feedback and improvement. 36 9

4. Tiered Instruction and Intervention Tier 1: Foundational instruction in the core subject areas (English/Language Arts, Mathematics, Social Studies and Science). Tier 2: Targeted intervention in academic and/or behavioral/relational support in addition to the core (supplemental). Tier 3: Intensive intervention in academic and/or behavioral/relational support in addition to core. 37 5. Data-Based Decision Making Universal screening process Brief and efficient Examples: PSSA (Reading, Writing, and Math Proficiency levels) PVAAS individual student projections Word and passage reading fluency Word analysis skills assessment Comprehension skills assessment Risk factors (attendance, grades, and discipline referrals) 38 5. Data-Based Decision Making 6. Professional Development A structured data teaming process collects, analyzes and uses student data to inform instruction and to determine interventions, and supports matched to student needs. Teams: collaborate in structured teaming meetings use multiple data sources (achievement, growth, classroom, etc.) and data points to make decisions about all students 39 A plan is in place to provide job-embedded professional development in assessed areas of need including: Assessment strategies and tools Evaluation of data: data analysis/root cause analysis Adolescent reading, writing, speaking, listening, thinking strategies across all content areas Selection and implementation of appropriate Tier 2 and Tier 3 interventions Foundational core/tier 1 40 10

1. High-Quality Classroom Instruction/Standards- Aligned Core Curriculum Part II: Tier ONE, A Closer Look! Defining what this is and is not...a key component to measuring students responsiveness to instruction and intervention Consistency and clarity of principles of effective instruction and intervention is necessary. Goal: High-quality classroom instruction/standards-aligned core curriculum that meets needs of most students (80%) Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network 41 42 Tier One Status: Where is Your District? Curriculum? Clear, high standards are established within a curriculum framework in all subject areas Instruction? Instruction and interventions used have proven effectiveness matched to specific demands in course content 43 What Characterizes Core Curriculum at the Secondary Level? Rigor and relevance Equitable access (guaranteed curriculum) Pacing is appropriate to time allocated (viable) Direct and explicit connections to the PA Academic Standards/Common Core prioritized organized by curriculum frameworks (big ideas, concepts, competencies) mapped to ensure pacing and coverage of content horizontal and vertical articulation 44 11

What Characterizes Core Curriculum at the Secondary Level? Reflect Again A comprehensive and coordinated literacy/communication arts/english program that continues to provide literacy instruction to enhance literacy skills and/or remediate literacy deficiencies. Critical thinking across content areas (reading, writing, speaking, listening). Vertical and horizontal articulation of curriculum Curriculum where are we in our district? Questions to Ponder What is the evidence that the curriculum is aligned to PA Standards? Is curriculum prioritized? Is it rigorous and relevant and accessible to all students? 45 46 What Characterizes Core Instruction at Secondary Level? Example of core instructional strategies: Evidence-based instructional practices that represent core practices across subject areas (SIM, Marzano, Teaching Matters, Anita Archer, Ellis, etc.) summarizing and note-taking strategies cues, questions and advance organizers identifying similarities and differences grouping for instruction making instruction explicit Cues, questions, and advance organizers Assist students to retrieve what they already know about a topic 47 48 12

Reflect Again. Now a Look at Tier 1 within the Guidelines Instruction where are we in our district? Questions to ponder Which principles and high impact strategies are in place? What is the evidence? How do teachers know which to use and when? Are practices consistent and pervasive? Are teachers supported in their implementation efforts? 49 50 Pennsylvania s Secondary RtII Framework Secondary RtII Example (Traditional Schedule) 8 Period Day Examples of Relevant Data Current/Projected Academic Performance Data: *PVAAS Projections *Performance: PA Keystone exams *Performance: Classroom Diagnostic Tools *4Sight *Common Summative Assessments *STAR *Formal instruments or informal observations used to inform instruction and enhance student learning outcomes. *Individually and/or group administered diagnostic measures Existing Data (Use to establish career and college risk and readiness) *PSSA * End of Year (EOY) Failing Grades in core subjects as early as 4 th grade *Failing Grades in beginning and end of 9 th grade fall semester courses *Earning Fewer than 2 credits; lack of promotion to 10 th grade * <70-80% Attendance (5 weeks or more of missed school)(>10 days in first month of 9 th grade) *Mobility between 8 th and 10 th grade *Retention in elementary or middle grades *Intervention history *Poor final grades in behavior/disengagement *Abuse/neglect Progress-Monitoring Tools: Maze passages, written expression prompts, vocabulary matching, ORF, Test of Contextual Silent Word Reading Fluency (TOCSWRF); Test of Word Reading Efficiency (TOWRE); CORE Phonics Survey. CORE Phoneme Segmentation Test Tier 3: Supplemental Small Group Instruction/Intervention Period for a FEW Students (5-10%) Daily for an extended period of time Instructional Focus: Basic Skill Deficiencies Tier 2: Supplemental Instruction/ Intervention Period for SOME Students (15-20%) 3-5 times per week or cycle Lower class size Instructional Focus: Extended core instruction in subject area content and/or targeted instruction/intervention Tier I: High Quality Standards-Aligned Core Instruction for ALL students (100%) English and Math Courses aligned to PA/Common Core standards and Keystones Content literacy focus within all courses & use of evidenced-based strategies Instructional Focus: Subject Area Content (e.g., 9th grade Algebra I & 9th grade English Composition) 51 52 13

School-Wide Positive Behavior Support Model Reflection Essential Question: What might Tier 1 Look Like in Your School? 53 54 Tier 2: Targeted Instruction and Intervention Part III: Interventions for Secondary RtII Strategic intervention is in addition to core instruction (course) and provides explicit instruction with guided practice in targeted areas. Support is provided in a small group either inside the classroom or outside the classroom: specific reading or math class supplemental/extended day program (reading comprehension lab, vocabulary lab, math skills and application). Evidence-based interventions are utilized. Additional behavioral interventions are in place to support students and may include: increased cues and prompts, mentoring, peer support programs, a system to reward positive behavior including incentives and structured advisories. Attendance is monitored and reported daily. Routine collaboration with parents and community agencies occurs. Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network Progress monitoring is conducted at least monthly (bi-monthly progress monitoring is recommended). 56 14

Tier 3: Intensive Instruction and Intervention Secondary RtII Interventions Provided to students who are significantly below proficiency levels and have inadequate response to instruction and intervention provided at Tiers 1 and 2. Interventions are provided to develop basic reading or math skills. Specific skill instruction and intervention in smaller groups. Progress monitoring occurs weekly. Behavioral assessment and individualized plans are developed for a few students who require intensive interventions and may include: Individual contracts with students and families Integrated school, community supports Daily reporting to families Student assistance programs 57 Refer to Toolkit: Interventions for Tier 2 and Tier 3 Complete Status of Interventions 58 Assessments for Secondary RtII Let s Take a look Refer to Toolkit for Assessment Part IV: Assessment for Secondary RtII Review 4 types of assessment Highlight the design of the assessment tool. Peruse document to see what type of assessments are available at the secondary level. Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network 60 15

Your Turn Essential Questions: Which are currently in place? Which tools do you want to consider? Part V: Secondary RtII Readiness Tools Design an Assessment Map for Your School Middle School High School 61 Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network Pulling it together and getting started Stages of RtII Implementation Jay Engeln/RtI at the Secondary Level 1. Readiness Stage.. Tiered Interventions in HS: Assessing Readiness based upon Contextual Factors (pp. 10-13) Take a look at Secondary RtII Readiness Tool 2...Operational Stage 3. Evaluation Stage 63 64 16

Secondary RtII Readiness Tools Resources Available via PaTTAN How will you use these tools in your district? Additional thoughts and considerations? PaTTAN s link to info on RtII http://www.pattan.net/teachlead/responsetointe rvention.aspx Includes access to: PA RtII Secondary Toolkit http://www.pattan.net/teachlead/pa- RtISecondaryToolkit.aspx 65 66 Web Sites Framework References 21 st Century Skills http://www.21stcenturyskills.org/ Gates Foundation http://www.gatesfoundation.org/topics/pages/high-schools.aspx Center on Instruction http://www.centeroninstruction.org/ National Center on Response to Intervention http://www.rti4success.org/index.php?option=com_content&task=blogcate gory&id=8&itemid=110 PA Standards Aligned System Portal http://www.pdesas.org/ RtI Action Network http://www.rtinetwork.org/learn/why/ar/radarscreen 67 Web Sites Framework References World-Class Instructional Design and Assessment http://www.wida.us/ The IRIS Center http://iris.peabody.vanderbilt.edu/ Institute of Educational Sciences http://www2.ed.gov/about/offices/list/ies/index.html Florida Center for Reading Research http://www.fcrr.org/ National High School Center http://www.betterhighschools.org/topics/dropoutprevention.asp Achieve http://www.achieve.org/ 68 17

Secondary RtII PaTTAN Consultants www.pattan.net King of Prussia Diane Funsten dfunsten@pattan.net Harrisburg Jennifer Lillenstein, Ed.D. jlillenstein@pattan.net Laura Moran lmoran@pattan.net Pittsburgh Wendy Farone, Ph.D. wfarone@pattan.net Rosemary Nilles rnilles@pattan.net Contributing Developer Cindy Goldsworthy, Ed. D. cindylhg@hotmail.com Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Thomas E. Gluck, Acting Secretary Amy Morton, Deputy Secretary Office of Elementary and Secondary Education Bureau of Teaching and Learning Ed Vollbrecht, Ph.D. Director Michele Sellitto Bortner, D.Ed. Assistant Director Bureau of Special Education John J. Tommasini Director Patricia Hozella Assistant Director 69 We may march to the beat of a different drum, but look how we get things done! Clairton City School District Where We Come From Deborah Ann Marshall - Elementary Principal Debra A. Maurizio - Secondary Principal Elisabeth Ehrlich - Assistant Superintendent Our RTII Journey Implementation, Planning, and Logistics Southern portion of Allegheny County, approximately 15 miles from the City of Pittsburgh Walking urban district, centrally located in the thirdclass city of Clairton Declining population of approximately 8,000 residents Total K-12 Students: Elementary K-6: 439 with 7 outside placements Secondary 7-12: 385 with 59 outside placements 18

Looking Back How did we get here? 2001 2002: SRA Reading Mastery: core text for all K-2 SRA Reading Mastery: core text grades 3-6 reading on grade level SRA Decoding: core text grades 3-6 not reading on grade level HRW Elements of Literature: core text grades 7-8 on grade level SRA Comprehension: core text for grades 7-8 & not on grade level Looking Back It didn t work so well Scripted Instruction: My turn Get ready Starting over Ability Grouping Non-flexible groups Pacing Guides Tier 1 for all only existed for K-2 What is Tier 2? Tier 3 = Let me out!!!! Looking Back 2006-2007! Governor s Academies 2006 thru 2009 Full-inclusion / Special Education Audit New Principal / D.I. using learning centers Intervention s Clear Standards Student Learning Fair Assessment Instructional Materials & Resources Curriculum Instruction Clairton City School District 19

Key Characteristics of Rt Universal Screening of academics and behavior Multiple tiers of increasingly intense interventions Differentiated curriculum-tiered intervention strategy Use of a scientifically research-based intervention Continuous monitoring of student performance Benchmark/Outcome assessment Universal Screening of academics and behavior Multiple tiers of increasingly intense interventions Homebase Teacher-created initiative Small groups of students were assigned to a staff member Focus was overcoming behavioral challenges and rewarding those with appropriate behavior Weekly hands-on enjoyable activities for those with no notes to Homebase Written plan for those with behavioral challenges for future situations 20

Multiple tiers of increasingly intense interventions Tier 2: Small Group Instruction Students pulled based on ability Done during core reading instruction Provided by teachers and paraprofessionals Weekly groups determined by teacher input Multiple tiers of increasingly intense interventions Tier 2: Intervention and Enrichment: Done during Homebase Time Three days per week for 45 minutes Rotated between math and reading Provided by certified teachers Focused on the assessment anchors Students who were proficient were provided enrichment Multiple tiers of increasingly intense interventions Tier 2: Pull-out Intervention Done during science, social studies or English on a rotating basis Two to three days per week Instruction provided by Reading Tutor Skill-based 21

Differentiated curriculum-tiered intervention strategy Continuous monitoring of student performance SRA Decoding SRA Comprehension Use of a scientifically research-based intervention Read Naturally Read Naturally - Masters Edition (ME) Steps Rewards Cambium Learning Web Store - REWARDS Program Soar to Success Soar to Success 1999-2006 - Houghton Mifflin Harcourt School Publishers SonDay SONDAY SYSTEM - LEVEL 1 Benchmark/Outcome Assessment DIBELS Released Items 4Sight PSSA 22

Where We Are Now 2010-2011! Universal Screening of Behavior District-led Professional Development Olweus Anti-Bullying Program Data Meetings Inclusion K-12 with supports Emotional Support Classrooms: K-2 and grades 7-12 Learning Academies: grades 3-6 Academic Support Classes : grades 9-12 Pull-out Math/English Courses 9-12: grades 9-12 Life Skills: grades 1-5 and 7-12 Universal Screening of Behavior Universal Screening of Academics 23

Universal Screening of Academics Multiple tiers of increasingly intense interventions 90-minutes of core instruction for all students two days per week (Monday and Friday) 60-minutes of core instruction for all students three days per week (Tuesday-Thursday) 30-minutes of intervention/enrichment three days per week provided during the core reading block Multiple tiers of increasingly intense interventions 45-minutes of intervention or enrichment three days per week provided during science, social studies or English on a rotating basis All hands on deck.whoever is available to provide the instruction Focus varies throughout the year from skillbased to anchor-based Multiple tiers of increasingly intense interventions Read-180 provided as a replacement core for those students who did not achieve proficiency and placed into the program with core English instruction Language! and Read 180 provided as a core plus (Tier 3) for those students who are still struggling with decoding proficiency 24

Differentiated curriculum-tiered intervention strategy Use of a scientifically research-based intervention Read Naturally Read Naturally - Masters Edition (ME) Steps Rewards Cambium Learning Web Store - REWARDS Program Soar to Success Soar to Success 1999-2006 - Houghton Mifflin Harcourt School Publishers SonDay SONDAY SYSTEM - LEVEL 1 Continuous monitoring of student performance Benchmark/Outcome Assessment DIBELS / K-4 Maze Oral Reading Fluency Open-ended questions DIBELS PDE Released Items Oral Reading Fluency AIMS Web Maze Multiple Measures 4Sight PSSA 25

Goals for the Future 2011-2012! Key Characteristics of Rt Curriculum Guides Where to start? Restructuring of Supports due to Budgetary Constraints Anita Archer s Adolescent Literacy Strategies RtII Initiative for other grades New Superintendent Any Questions? Jot Em Down RTII at Drexel Hill Middle School a Secondary Learning Site July 13, 2011 Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network 26

Drexel Hill Middle School Ethnicity % Enrollment 1266 (34% FRL) 2010 AYP results: MADE AYP! Math All-76.5%, IEP-42.4%, Econ 65.5% Reading All-73%, IEP-33%, Econ 58.7% 4Sight & Data Meetings How Did the District Begin? Investigated and selected powerful research based interventions Invested in Aimsweb to support data collection and progress monitoring Planned district wide intervention training Schedule Changes 2006-2007 40 minute classes with Tutorial Grades 6-8 2007-2008 Rotating Block - shortened Tutorial Grades 6-8 2008-2009 40 minute classes with literacy intervention 6 th grade Rotating Block - shortened Tutorial Grades 7 & 8 Met regularly with building RTI teams to plan 2009-2010 40 minute classes with intervention Grades 6-8 Rotating Block - shortened tutorial Grades 7 & 8 27

Current schedule Student Identification 5 th grade to 6 th grade transition. Consult w/5 th grade teachers and completion of transition cards. DIBELS Ramp Up Gates PSSA 4Sight Interventions Selection Training Reading/Special Education Wilson Corrective Reading Rewards Read for Real Soar to Success Read Naturally Navigator Great Books Interventions cont. 28

Math remediation (Intervention) Progress Monitoring Special education and regular education students in Low math, who are not ready for a foreign language, also receive math during Process Skills for another 42-minute class period. Math Success Maker Lab Students in tier 1 and 2 literacy interventions rotate through 45 days of a 42-minute math class period with their basic subject math teacher. This serves as an extension of the core curriculum. Tier 3 Tier 2 week Tier 1 year Every Week Every other 3 Times per Collaborative decision making What Did We Learn? odistrict Psychologist opattan o5 th grade Staff oliteracy & Math Coaches oschool Reading Specialist obuilding Leadership Team Strong support at the district level is necessary The principal and administrative team is critical to successful implementation Each school plan looks slightly different RTI has helped our teachers as well as our students RTI works in Upper Darby 29

RTII at FDR Middle School a Secondary Learning Site July 13, 2011 Bristol Township RTII beginnings (at the elementary level) In 2005 applied to be a pilot site for elementary RTI. Application was not accepted The following school improvement plan for elementary schools was developed by Dr. Judy Scourfield. She was appointed to Supervisor of Elementary Education. Pennsylvania Department of Education, Pennsylvania Training and Technical Assistance Network Quality Teaching Quality Leadership Planning to improve student learning based on data Reviewed MATH skills pacing charts with focus on eligible content Grades 3-6 using math binder with common assessments and pacing schedule Created POWER HOUR for Grades 1-6 so that ALL students were enrolled in a rigorous, ongrade-level, standards-based core curriculum (Core + More) Provided sample schedules to principals Planned for what is taught in intervention groups Introduced ideas to faculty Implemented universal screening Data were displayed in school lobbies Developed standards-aligned, grade-level goals in IEPs Used 4Sight results to inform instruction Used vocabulary, graphic organizers and increased writing to improve academic achievement of all students (90/90/90 Schools) Implemented PowerTeaching with assistance from Success for All Foundation and PDE Implemented Research Labs for Science to improve non-fiction reading skills Implementing accountability systems Focus of Learning walks specifically on student engagement (Anita Archer strategies), teaching based on eligible content using Math pacing charts, higher order thinking, and small group and Best Practice instruction Learning walk collection forms used as feedback tools New teacher observation forms linked to 426 s Development of a standards-based report cards aligned to assessment anchors and eligible content FAQ s Newsletters written and distributed for new initiatives Implemented a new core reading program with common assessments and pacing schedule All principals completed a Getting Results plan for their own school Special education and regular education collaborated for the goal of improving student achievement Multiple national presenters were brought in to speak to entire staff 30

Artful Use of Infrastructure Continuous Learning Ethic Aligning school-wide Instructional System to meet needs of underperforming student populations 2006-2007 initiated schoolwide Title I POWER HOUR Grades 1-6 so that ALL students were enrolled in a rigorous, on-grade-level, standards-based core curriculum (Core + More) Conducted inventory of currently available interventions Delivered professional development for the delivery of interventions with fidelity Meet with leadership teams quarterly to plan specific interventions and assignment of students to them for Power Hour Enlisted help of PaTTAN and IU personnel for RtII training assistance Hired nine SIF s to conduct small group instruction Placed computer labs in each school to implement Waterford, Read 180, and System 44 Benefitted from assistance of Distinguished Educators and CDDRE Leading with data and developing people Established a data-driven culture and data-based instructional system through use of data digs, data dashboards, quarterly and year-end targets Set up a schedule of grade-level data digs to include IST, Title I, Special Education and classroom teachers with principal(s) At data digs team reviewed interventions and students by name for appropriate Power Hour placements Trained Title I teachers, IST s and grade-level leaders in the analysis of data and use of dashboards Determined who will collect data on dashboards for each classroom Modeled Quarterly meetings with JVS and principal Hired nine EMRT s to coach teachers and conduct small groups Conducted regular book studies with elementary principal team for the purpose of transitioning principals from building managers to instructional leaders Attended Governor s Institutes 2002-2008 Developed a year-long professional development calendar NISL and PIL attendance required of all district administrators Delivered Wednesday afternoon workshops for teachers and assistants on intervention strategies The beginning at middle school Timeline of Implementation Investigation of the RTII process began in the spring of 2007 All Middle school leadership teams were invited to an introductory RTI meeting to discuss implementing the program, in the fall of 2007 Implementation, on a limited basis, started in September of 2007 (reading in 7 th grade) FDR was selected as a Learning Site in fall of 2008 Fall of 2008, started RTII in reading at both the 7 th and 8 th grade levels Fall of 2009, added math at the 7 th grade level Fall of 2010, added math in 8 th grade and added school wide positive behavior support to RTII (Developing ) 31

Reading Tier 2 and Tier 3 Students are initially placed in extension classes according to their PSSA scores and dashboard data from the elementary schools In September, all students are universally screened in oral reading fluency (AIMSWEB) and comprehension (Mazes) PSSA score breakdowns (by skill), 4Sight tests, as well as universal screenings are used to confirm extension class assignments Students needing Tier 3 interventions are placed in either Read 180 or SRA Students needing Tier 2 interventions are placed in either a fluency, comprehension, or constructed response class, based on individual need Students move between tiered classes as necessary Tier 1 Revisions All students, except those in READ 180, receive core reading instruction from Holt Elements of Literature and McDougal-Littell Language of Literature Special Education students, not in READ 180, receive core reading and an extension class, or core reading and SRA corrective reading After our first full year of extensions, we found the extension students scored better on the PSSA test than the non-extension students We needed to strengthen our core reading and English curriculums. This was completed in the summer of 2010 32

Scheduling Every Marking Period READ 180 is a double block class, every day, for 7 th graders and single class plus every other day extension for 8 th graders Other extension classes are every other day. All reading extension classes are scheduled on the same period to facilitate movement of students between the tiers. adjustments are made to tier schedules and students are moved within the tier, or in or out of extension classes, as progress monitoring data indicates if moved out of extension classes, students are assigned a special area class of art, computers, technology, or FCS students moved out of extension classes continue to be progress monitored every other week Math Progress Monitoring Students in seventh grade who were not proficient are placed in alternate day extension classes. (Tier II or Tier III) All students in 8 th grade, who were not proficient on the previous year s PSSA, originally took Algebra with extensions, a double period block. We changed it this year, so that the classes are scheduled the same way as 7 th grade. Students in Read 180 are progress monitored every week in both ORF and comprehension Students in 7 th grade math, 7 th grade reading and 8 th grade reading extensions are progress monitored every other week (every 5 th class) All math students have quarterly exams each marking period. 33

Meetings Building Initiatives Scheduling issues dictate that meetings be held outside of the school day, either before or after school There is currently no time during the school day for the grade levels to get together for data review We are attempting to remedy this next year by scheduling in teams Active Engagement Academic Vocabulary Cornell Notes School Wide Positive Behavior Support with OLWEUS bullying program Full Inclusion with special education teachers co-teaching with general education teachers Where do we go from here? Plan to institute school wide academic vocabulary using the Word Generation Program which will standardize vocabulary across all content areas and provide multiple rehearsal opportunities for new words Plan to implement Directed Study Period at the end of the day Imbed active engagement strategies in the lesson plans Add l PA DOE Tools and Resources Standard Protocol Intervention Training Module Progress Monitoring Training Module Data Analysis Teaming Training Module Differentiated Instruction Training Module Three Tier Model of Supports and Its Relationship to SEAL Student Information Record Form (SIRF) Data Analysis Team Meeting Script Program Fidelity Checklists 34